DOCSLIB.ORG

Four Generations Working Together in the Workforce and in Higher Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Four Generations Working Together in the Workforce and in Higher Education East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 5-2011 Four Generations Working Together in the Workforce and in Higher Education. Lisa Anne Speer East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Educational Sociology Commons Recommended Citation Speer, Lisa Anne, "Four Generations Working Together in the Workforce and in Higher Education." (2011). Electronic Theses and Dissertations. Paper 1244. https://dc.etsu.edu/etd/1244 This Dissertation - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Four Generations Working Together in the Workforce and in Higher Education __________________ A dissertation presented to the faculty of the Department of Educational Leadership and Policy Analysis East Tennessee State University In partial fulfillment of the requirements for the degree Doctor of Education __________________ by Lisa Hemmert Speer May 2011 __________________ Dr. Catherine Glascock, Chair Dr. Cecil Blankenship Dr. Louise Mackay Dr. Terrence Tollefson Keywords: baby boomers, diversity, generation X, generation Y, lifelong learning, traditionalists, qualitative research ABSTRACT Four Generations Working Together in the Workforce and in Higher Education by Lisa Hemmert Speer The purpose of this study was to help the reader hear and begin to understand each of the 4 generations, resulting in an awareness of how each generation perceived the world in general, and specifically its perception of work in an academic setting. The researcher studied 4 participants currently or formerly involved in the higher education environment; each represented one of the 4 generations examined and was studied through stories, autobiography, notes, conversations, interviews, family stories, and life experiences. Today’s American workforce is unique in that never before has there been such a diverse group of individuals working together. Research suggests that the mixing of race, gender, ethnicity, and generation in the workforce of today is remarkable. First, the 4 generations in this qualitative study were identified. For this study, the generations were known as The Veterans or Traditionalists born approximately between 1922 and 1945, The Baby Boomers born approximately between 1946 and 1964, Generation X born approximately between 1965 and 1980, and Generation Y born approximately between 1981 and 2000. After the collection and analysis of the 3 sets of data (interactive interviewing, written descriptions, and descriptive observations), the researcher created a coding and catalog content analysis. Much of the researcher’s work consisted of a process method of analysis to discover 2 characteristics and patterns similar to the 4 generations represented in the qualitative Narrative Inquiry methodology. Through the narrative inquiry method of this qualitative study, the examination of multiple generations within the workforce produced more similarities than differences. Common ground spanning over 80 years was evident more often than not. All 4 generations ultimately wanted the same thing with regard to their jobs: an enjoyable job, fulfillment and purpose, good benefits and pay, a perspective on what is important, respect, stability in the company and job, validation, and appreciation (Gibson, 2009). 3 COPYRIGHT Copyright© 2011 by Lisa Hemmert Speer All Rights Reserved. 4 DEDICATION This study is dedicated to my daughter Abigail Lee Speer and to my father Richard Lee Hemmert. Though they are no longer with us physically; spiritually their legacy of love, courage, and strength will never fade. For this, I am forever grateful. 5 ACKNOWLEDGMENTS THANK YOU: To my wonderful family, Mom, Ryan, Julie, Kristen, Jasmine, Kaden, and Eleanor, who remained patient and supportive during my graduate school and dissertation writing journey… and to Dad and Abby (in memoriam) for being my biggest cheerleaders! To my Committee: Dr. Catherine Glascock for her unending guidance and inspiration; Dr. Louise MacKay for being a wise mentor and a dear friend; Dr. Terry Tollefson for his wisdom and kindness; Dr. Cecil Blankenship for his helpfulness and enthusiasm; To Dr. Glenn Bettis for inspiring my topic and encouraging my efforts; To the four research participants of this study for your time and sharing; you are truly the heart of my dissertation; To ELPA Faculty for the opportunities and encouragement given to me; To Betty Ann Proffitt and Joanna Wicker for propping me up and keeping me going; To ELPA Doctoral Fellows: You will always be family… Oh, the experiences we have had! And; To Dr. Sheila P. Smith for sharing her editing and writing expertise. 6 CONTENTS Page ABSTRACT........................................................................................................................... 2 COPYRIGHT......................................................................................................................... 4 DEDICATION....................................................................................................................... 5 ACKNOWLEDGEMENTS................................................................................................... 6 LIST OF FIGURES ............................................................................................................... 14 Chapter 1. INTRODUCTION ......................................................................................................... 15 Generational Differences ........................................................................................... 17 The Generations......................................................................................................... 18 The Traditionalists (Veterans) ................................................................................... 18 Baby Boomers............................................................................................................ 19 Generation X.............................................................................................................. 20 Generation Y (Millennials)........................................................................................ 21 Statement of the Problem........................................................................................... 21 Research Questions.................................................................................................... 22 Significance of the Study........................................................................................... 23 Research Approach ........................................................................................ 26 Limitations ................................................................................................................. 26 Definition of Terms.................................................................................................... 28 Organization of the Study .......................................................................................... 29 2. LITERATURE REVIEW .............................................................................................. 30 Introduction................................................................................................................ 30 Higher Education ........................................................................................... 30 7 Professional Workforce ................................................................................. 32 Generational Shifts..................................................................................................... 33 Learning Styles Within Higher Education..................................................... 33 Generational Merging ................................................................................................ 35 Digital Media or Traditional Media............................................................... 35 Generational Divergence ........................................................................................... 36 Generational Gap in Higher Education.......................................................... 37 Age Diversity Among Generations................................................................ 38 Generational Learning in Educational Environments................................................ 39 Changes in Generational Learning................................................................. 39 Generational Learning Perspectives .............................................................. 40 Lifelong Learning ...................................................................................................... 41 Learning and Development Within the Workplace ....................................... 41 Professional Development Among Generations............................................ 42 Effective Communication Among Generations............................................. 43 Learning Styles Across Generations in Higher Education ........................................ 44 Learning Styles .............................................................................................. 44 Generational Characteristics Within the Work Environment .......................
Load more

Recommended publications
  • Generational Training for Pools
    Generational Training for Pools Inlay Insights 1 2 Generation Training Table Of Contents 1 GETTING STARTED 04 Why generational theory? 04 Learning objectives 2 UNDERSTANDING GENERATIONAL THEORY 08 Generational setup 09 Events and conditions 10 Stereotyping 3 THE GENERATIONAL DEEP DIVE 14 Traditionalists 16 Baby Boomers 19 Generation X 23 Millennials 29 Generation Z 4 INTERGENERATIONAL DYNAMICS 34 Comparing generational preferences 38 Building strong intergenerational relationships 5 PRESENTING GENERATIONS 42 Open your presentation 44 Build your case and create urgency 46 Work to overcome skepticism 49 Remember to leverage nostalgia 50 Create actionable takeaways 51 Finally, wrap up 6 RESOURCES 54 FAQs 56 Pooling specific resources 57 Additional reading material 58 Script outline for presenting generational theory at your pool 70 Presentation resources 74 Summary 75 About the facilitator and AGRiP 76 Closing comments Inlay Insights 01 02 Generation Training Getting Started Inlay Insights 03 Why Generational Theory? Generational theory can help position pools as preferred employers and the ideal risk management solution for members. By understanding generational personalities, pool leaders can: • Turn generational differences from potential obstacles into opportunities to develop the existing and incoming workforce. • Attract employee talent. • Successfully manage in a multigenerational environment. • Meet the changing expectations of pool members and new generations of public entity officials. LEARNING OBJECTIVES By engaging with this material, you will: 1. Understand the world through the eyes of generations other than your own. 2. Grow awareness and respect for workplace and membership generational issues. 3. Appreciate the benefits of generational diversity. 4. Gain tools to leverage generational benefits at your pool and among your members.
    [Show full text]
  • From Baby Boomers to Generation Y Millennials: Structure Classes For
    From Baby Boomers to Generation Y Millennials: Ideas on How Professors Might Structure Classes for this Media Conscious Generation Marilyn Koeller National University New techniques for matching instructional strategies for the Millennial generation have been researched and discussed in this article. Some comparisons with previous generations have been outlined. These strategies are meant to meet the learning needs of Generation Y Millennial students in order to make their education more meaningful in both the on ground and online teaching and learning environment. Specific examples have been provided for both venues with a focus on the online environment. Hopefully, these strategies will not only support learner centered instruction and interactivity, but will address the communication preferences of Millennials in today’s colleges and universities. INTRODUCTION Four groups were compared in various categories to make the transition to what is valued by the Millennials. Through these comparisons, various instructional strategies will be outlined to produce an effective learning environment for today’s students (Wilson & Gerber, 2008). The Generational Divide The traditionalists generation was born between 1925 and 1945. There were about seventy five million traditionalists. This group was considered loyal to their teachers and authority in general. They valued logic and discipline and teachers used lectures, memorization and one way communication to deliver content in teaching. The instructional strategies used were based on processing information and learning basic skills that were given to students by teachers. There was one right answer that did not allow for change or thinking “outside the box”. It was important for students to learn basic facts and to be able to spell correctly, use correct grammar, and compute without using a calculator (Wilson & Gerber, 2008).
    [Show full text]
  • Trend Hacking: How to Make Trends Work #IRL
    MARCH 22, 2018 Trend Hacking: How to Make Trends Work #IRL PRESENTED BY Scarlett Rosier / Co-Founder & Director of Operations, Rhyme & Reason Design Heather Daniel / TMP Business Development, Rhyme & Reason Design 9 seconds 8 seconds What does this mean for marketing? Squirrel Engagement is elusive Everyone wants a unicorn Budgets are made from shoestring Womp Womp Fret not. We’re here to help you hack the trends for real life application. Going Viral DEFINITION: Any technique that induces websites or users to pass on a marketing message to other sites or users, creating a potentially exponential growth in the message’s visibility and effect. TREND #1 GOING VIRAL - EXAMPLE 1 Oreo’s You can still dunk in the dark tweet GOING VIRAL - EXAMPLE 2 JJ Watt’s Hurricane Harvey Relief GOING VIRAL - EXAMPLE 3 KFC’s Twitter following of 11 “herbs & spices” GOING VIRAL - EXAMPLE 4 Spotify’s 2018 Goals campaign: BY THE NUMBERS: • Five billion items of content are posted each day on Facebook • 1% of Twitter messages are shared more than seven times • 95% of news people see on Twitter comes directly from its original source or from one degree of separation • Internet popularity is mostly driven by a handful of one- to-one-million blasts not by a million one-to-one shares SOURCE: http://time.com/4672540/go-viral-on-internet/ https://www.forbes.com/sites/robertwynne/2017/07/31/why-its-so-hard-to-go-viral/#348737e60623 Hack it WE ALL CAN’T BE KARDASHIANS… AND THAT’S REALLY OKAY. Social Media Algorithms, they are a-changing • Facebook diminishes posts shown by marketers • Engagement bait tactics are getting the hook PRO TIP: Use your organization’s nimble size to your advantage Experiential Marketing Experiential Marketing DEFINITION: A marketing strategy that directly engages consumers and invites and encourages them to participate in the evolution of a brand or brand experience.
    [Show full text]
  • Gen Z in the Workforce: Nuance and Success
    GEN Z IN THE WORKFORCE: NUANCE AND SUCCESS Zachary N. Clark Dr. Kathleen Howley Director of Student Activities & Assessment Deputy Vice Chancellor for Academic & Student Affairs Indiana University of Pennsylvania Pennsylvania State System of Higher Education Overview In this session, you will: Acquire an overview of the different generations of Americans currently serving in the workforce, including Baby Boomers, Generation X, Millennials, and Generation Z. Explore key differences and similarities in these generations across core belief structures, including understandings of society, education, leadership, technology, and more. Identify recommendations and best practices, reinforced with research, to help find success in the multigenerational workplace, including in the first post-educational work experience. Evaluate through deep reflection how participants define student success, while also collaborating with peers to identify ‘one piece of advice’ for trustees and presidents to ensure worthwhile experiences at our universities and to support post-graduation success. Things to Keep in Mind Generational studies are not exact, and have clear limitations. These pieces of information highlight national trends, as shown in sociological and educational research. Not every member of a particular generation of college student will be a cookie-cutter image to their peers. While engaging in discussion today, keep statements broad enough so as to respect the privacy and guard the identities of individuals (students, faculty, staff, administrators,
    [Show full text]
  • Exploring the Effects of Generational.Pdf
    EXPLORING THE EFFECTS OF GENERATIONAL DIVERSITY ON PROFESSIONAL COMMUNITIES OF PRACTICE IN HEALTH EDUCATION PROGRAMS Lindsay MacFarlane Master of Education Nipissing University 2017 EXPLORING THE EFFECTS OF GENERATIONAL DIVERSITY ON PROFESSIONAL COMMUNITIES OF PRACTICE IN HEALTH EDUCATION PROGRAMS LINDSAY MACFARLANE SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION NIPISSING UNIVERSITY SCHULICH SCHOOL OF EDUCATION NORTH BAY, ONTARIO © Lindsay MacFarlane (March 2017) i S C H O O L O F G R A D U A T E S T U D I E S M A J O R R E S E A R C H P A P E R / C E R T I F I C A T E O F E X A M I N A T I O NT H E S I S / D I S S E R T A T I O N Certificate of Examination (Co) Supervisor: Examiner(s): Dr. Susan Elliott-Johns Dr. Olive Wahoush Supervisory Committee: Dr. Lorraine Carter The Thesis by Lindsay MacFarlane Entitled Exploring the Effects of Generational Diversity on Professional Communities of Practice in Health Education Program is accepted in partial fulfilment of the requirements for the degree of Masters of Education April 12, 2017 Dr. Christine Cho Date Chair of the Examination Committee (original signatures on file) ii Abstract This descriptive non-experimental study was designed to explore the existence and effects of generational diversity on Professional Communities of Practice in select health care programs in a Northern Ontario community college. Through active and social participation in Professional Communities of Practice, Practical Nursing, Paramedic, Dental Hygiene, Medical Laboratory Assistant, and Medical Radiation Technology students begin to construct their identities in relation to their professional communities.
    [Show full text]
  • Educating the Net Generation Diana G
    Educating the Net Generation Diana G. Oblinger and James L. Oblinger, Editors Chapter 1: Introduction by Diana Oblinger, EDUCAUSE, and James Oblinger, North Carolina State University Chapter 2: Is It Age or IT: First Steps Toward Understanding the Net Generation by Diana Oblinger, EDUCAUSE, and James Oblinger, North Carolina State University • Introduction • Implications • Asking the Right Questions • Endnotes • Acknowledgments • About the Authors Chapter 3: Technology and Learning Expectations of the Net Generation by Gregory Roberts, University of Pittsburgh–Johnstown • Introduction • Technology Expectations of the Net Generation • Learning Expectations of the Net Generation • Conclusion • Endnotes • About the Author Chapter 4: Using Technology as a Learning Tool, Not Just the Cool New Thing by Ben McNeely, North Carolina State University • Growing Up with Technology • How the Net Gen Learns • Cut-and-Paste Culture • Challenges for Higher Education • The Next Generation • About the Author Chapter 5: The Student’s Perspective by Carie Windham, North Carolina State University • Introduction • Meet Generation Y Not • Filling the Attention Deficit • Reaching the Net Generation in a Traditional Classroom • A Virtual Education: Crafting the Online Classroom • E-Life: The Net Gen on Campus • Outlook for the Future • Endnotes • About the Author ISBN 0-9672853-2-1 © 2005 EDUCAUSE. Available electronically at www.educause.edu/educatingthenetgen/ Chapter 6: Preparing the Academy of Today for the Learner of Tomorrow by Joel Hartman, Patsy Moskal,
    [Show full text]
  • Questions Asked During Live Webinar Broadcast on 05/07/2015
    Questions Asked During Live Webinar Broadcast on 05/07/2015 Could you address how Gen X is mistakenly perceived as "being negative" by Boomers and Millennials? A: This is very clearly a value judgment by the parents and the children of the Gen X'ers. They have historically gotten a "bad rap" by society. However, their lives were very unique in American history. As stated in the seminar, this generation grew up in one of the most peaceful times in American history, meaning there were no major wars. The Boomers had Vietnam. The Millenials had the War on Terror. Generation X's major war was Operation Desert Storm and the conflict in Bosnia/Herzegovina, neither of which had substantial casualties. Beyond not having a definitive war, there was the influx of Cable television, which made the world a much smaller place. Suddenly there was a 24 hour news cycle, and music was being played on TV 24/7, back when MTV played music. Definitive issues of this generation included the controversies over birth control, abortion, and AIDS. Teenage pregnancy rates were higher than in any other generation, as well as high school drop-out rates. This generation was not raised before the "high self-esteem" movement that came with the Millenials. Rebelling against the hard working generation before them (Boomers), Generation X appreciated personal time much more than working. Being born before the dramatic impact of the computer was felt, this generation struggles with technology much more than the younger Millenials. This leads to many statistical realities,
    [Show full text]
  • 'True Gen': Generation Z and Its Implication for Companies
    ‘True Gen’: Generation Z and its implications for companies The influence of Gen Z—the first generation of true digital natives—is expanding. Tracy Francis and Fernanda Hoefel NOVEMEBER 2018 • CONSUMER PACKAGED GOODS © FG Trade/Getty Images Long before the term “influencer” was coined, us, Gen Z is “True Gen.” In contrast, the previous young people played that social role by creating generation—the millennials, sometimes called the and interpreting trends. Now a new generation of “me generation”—got its start in an era of economic influencers has come on the scene. Members of prosperity and focuses on the self. Its members Gen Z—loosely, people born from 1995 to 2010— are more idealistic, more confrontational, and less are true digital natives: from earliest youth, they willing to accept diverse points of view. have been exposed to the internet, to social networks, and to mobile systems. That context Such behaviors influence the way Gen Zers view has produced a hypercognitive generation very consumption and their relationships with brands. comfortable with collecting and cross-referencing Companies should be attuned to three implications many sources of information and with integrating for this generation: consumption as access rather virtual and offline experiences. than possession, consumption as an expression of individual identity, and consumption as a matter As global connectivity soars, generational shifts of ethical concern. Coupled with technological could come to play a more important role in setting advances, this generational shift is transforming behavior than socioeconomic differences do. Young the consumer landscape in a way that cuts across people have become a potent influence on people all socioeconomic brackets and extends beyond of all ages and incomes, as well as on the way those Gen Z, permeating the whole demographic pyramid.
    [Show full text]
  • Managing in a Multigenerational Workplace Presenter
    Managing in a Multigenerational Workplace Presenter Debbie Jongkind, RD, LDN, CWC, PCC As Vice President of Global Coaching Services at Workplace Options, Debbie Jongkind leads a multigenerational team of health and wellness coaches who deliver services to employees worldwide. Debbie is a registered dietitian and a professional certified coach. She enjoys her role as lead faculty with the Live Well Wellness Global Coach Training Program, where she has the opportunity to develop curriculum and to train and mentor coaches. Learning Objectives • Identify common differences between generations • Determine ways to motivate each generation • Effectively communicate across generations • Create a plan to manage multiple generations successfully Do You Know the Answer? • What does “YOLO” mean? • Name all four Beatles. • On Tinder, what would you do if you really liked someone? • Who can turn the world on with a smile? • What show had the character Aunt Bea? • What is a Periscope? Source: EllenTV.com — “Baby Boomers vs. Millennials” Survey Which generation characterizes you? A. Traditionalists (also called Veterans/Silent) (1900 – 1945) B. Baby Boomers (1946 – 1964) C. Generation X (1965 – 1980) D. Generation Y/Millenials (1981 – 1999) E. Generation Z (also called Gen2020) (after 1997) F. Cusper – a person considered to have been born on a cusp between significant generations Chart Comparing the 5 Generations Traditionalists Boomers Gen X Millennials Gen Z 72+ years 53 – 71 years 37 – 52 years 18 – 36 years 0 – 17 years John Glenn, Oprah Winfrey,
    [Show full text]
  • I See No Hope for the Future of Our People, If They Are Dependent on the Frivolous Youth of Today, for Certainly All Youth Are Reckless Beyond Words.”
    5/2/2013 “I see no hope for the future of our people, if they are dependent on the frivolous youth of today, for certainly all youth are reckless beyond words.” – Hesiod, 700 BC © Copyright of High Tech High Touch Solutions, Inc. and NOVO1 1 5/2/2013 © Copyright of High Tech High Touch Solutions, Inc. and NOVO1 Coming to You Today Generations Explained Strategies to Recruit, Hire and Retain Team Engagement © Copyright of High Tech High Touch Solutions, Inc. and NOVO1 © Copyright of High Tech High Touch Solutions, Inc. and NOVO1 2 5/2/2013 Generations are Defined By Psychographics can also be seen as an equivalent of the concept of "culture“. © Copyright of High Tech High Touch Solutions, Inc. and NOVO1 © Copyright of High Tech High Touch Solutions, Inc. and NOVO1 Silent Generation 1929-1945 68-84 38 million (50 mil born) Silent/Boomer Cusper 1940-1945 Baby Boomers 1946-1964 49 - 68 77 million Boomer/X Cusper 1960-1965 Generation X 1965-1982 31 - 48 51 million Gen X/Millennial Cusper 1975-1980 The Millennials (Gen Y) 1983-1994 19 - 30 75-80 million (varies) 1995-2009 iGen / Gen Z / Plurals 18 - 4 (varies) 3 and Alpha Gen 2010 - under Source for age / year ranges - U. S. Census Bureau © Copyright of High Tech High Touch Solutions, Inc. and NOVO1 © Copyright of High Tech High Touch Solutions, Inc. and NOVO1 Source: Alpha Gen - Social researcher Mark McCrindle 3 5/2/2013 What Influenced Them Silent Generation Baby Boomers Depression Cold War Civil Rights Korean War Vietnam War TV and Records Disco Space Race VCR/Tape Decks Generation X The Millennials Iran-Contra Afghanistan / Iraq Gulf War 911 & Columbine AIDS Environmental Challenges PC s– CDs iPods / iPads / Records Cable / Internet Social Media – YouTube © Copyright of High Tech High Touch Solutions, Inc.
    [Show full text]
  • The Interaction Between Multigenerational Advisors
    THE ADVISING WORKPLACE: GENERATIONAL DIFFERENCES AND CHALLENGES Margaret (Peg) J. Steele [email protected] Virginia N. Gordon [email protected] The Ohio State University NACADA 2004 SESSION’S PURPOSE To examine how generational differences influence our communication patterns, attitudes, and behaviors in the advising workplace. We will: • Provide an overview of the characteristics of different generations now working as academic advisors and how our histories, experiences, and values influence how we interact. • Discuss how advisors can use this knowledge to work together more effectively and how to incorporate generational preferences into our workplace and training programs. NACADA 2004 FOUR GENERATIONS IN THE ADVISING WORKPLACE • TRADITIONALISTS – 1934-1945 (59-70 yrs. old) • BABY BOOMERS – 1946–1964 (58-40 yrs. old) • GENERATION X – 1965-1980 (39-24) • MILLENNIALS – 1981-2000 (23-4) Lancaster & Stillman, 2002 NACADA 2004 CUSPER, THE FRIENDLY GHOST A “cusper” is a person positioned between two generations. Types of Cuspers: • Traditionalist/Baby Boomer (born 1940- 1945) • Baby Boomer/Generation Xer (born 1960- 1965 • Generation Xer/Millennial (born 1975-1980) “Because Cuspers stand in the gap between the two sides, they become naturals at mediating, translating and mentoring.” Lancaster & Stillman, 2002 NACADA 2004 QUALIFIER!! The generational descriptions used in this presentation are from the literature and are only intended to be general guidelines. “A generational identity is a state of mind shaped by many events and influences.” Only you can define into what generation you fit. Lancaster & Stillman, 2002 NACADA 2004 NACADA ADVISING ADMINISTRATORS WORKPLACE SURVEY • Respondents: 69% Boomers (58-40 yrs. old) 24% Gen Xers (39-24 yrs.
    [Show full text]
  • Generational Diversity
    8/3/2017 FSHP 2017 ANNUAL MEETING Disclosure #FSHP2017 I do not have (nor does any immediate family member have) a vested interest in or affiliation with any corporate Generational Diversity organization offering financial support or grant monies for 5 Generations in the Workplace this continuing education activity, or any affiliation with an organization whose philosophy could potentially bias my Samantha Bailey, PharmD, BCPS, AAHIVP presentation 2017 ANNUAL MEETING Objectives #FSHP2017 What is Generational Diversity? #FSHP2017 • Recognize and define the five generations in the workplace Generation Diversity • Review characteristics and factors that influence each • A group of individuals the • Showing a great deal of generation same approximate age with variety; very different similar ideas, problems, attitudes based on shared • Analyze challenges generational diversity presents to experiences in formative leadership years • Discuss how to navigate diverse generations in the Age workplace 2017 ANNUAL MEETING www.dictionary.com; www.multiculturaladvantage.com 2017 ANNUAL MEETING Why Discuss Generational Diversity? #FSHP2017 Why Discuss Generational Diversity? #FSHP2017 “You have no idea how “All Millennials want to • Workplace = Hospital do is talk to computers” hard our job was in the past!” • Generational diversity includes: • Employees or team members “I would love the option to work from “Work first, play later” • Patients home” • Visitors “Family and home cook dinners are a priority” 2017 ANNUAL MEETING 2017 ANNUAL MEETING 1 8/3/2017
    [Show full text]